Page 15 - IPMaths_leaflet

Syllabus • Maths 5

• Explore the concept of symmetry by making patterns with two • Investigate whether or not a set of three coordinates makes a
lines of symmetry on a geoboard or drawing them on squared triangle.
paper. • Measure the size of an angle in degrees, rounding to multiples of
• Identify 3D shapes given a net or a 2D drawing. 5°, using a protractor.
• Identify 2D shapes with parallel or perpendicular sides. • Estimate the size of angles by comparing them to the right angle.
• Identify or give examples of parallel and perpendicular lines found • Sort angles into right, acute or obtuse angles.
in drawings and in the environment. • Calculate the size of one unknown angle in a pair of angles with a
• Recognise that coordinates are pairs of numbers that show the sum of 180°.
position of a point. • Draw a polygon after it is re lected in a mirror line that is parallel to
• Describe the position of a point in the irst quadrant using one of the sides and that is either an oblique line or not.
coordinates. • Perceive translation as a movement along a straight line.
• Practise plotting coordinates in the irst quadrant to show the • Follow a set of instructions to translate a shape
position of a point. • Write a set of instructions to describe the translation of a shape.

Measurement

• Estimate, measure and record length, mass, capacity and volume years) and use them to make conversions between the units.
measurements to a particular level of precision using metric units • Read and tell time using analogue (12-hour) and digital clocks
and appropriate notation (km, m, cm, mm, kg, g, l, ml). (12-hour and 24-hour) and compare between these time formats.
• Recognise the relationships between the di ferent units of length, • Change 12-hour clock times to 24-hour clock times and vice versa.
mass and capacity or volume to convert measurements (including • Extract information from timetables using the 24-hour clock.
decimals with one decimal place) from greater to smaller units. • Find the time interval, between two dates, in days and/or weeks
• Arrange measurements expressed in di ferent metric units in using a calendar.
ascending or descending order, e.g. 250 cm, 2.7 m, 2804 mm. • Find the time interval between two dates, in months and/or years.
• Find the nearest whole unit to round measurements expressed in • Use analogue or digital clocks to calculate the time interval
decimal form. between two times in seconds, minutes and/or hours.
• Read and interpret any marking on scales with unnumbered • Measure the perimeter of regular and irregular polygons.
divisions. • Calculate the perimeter of a regular polygon using the length of
• Make comparisons between readings made using di ferent scales. one side.
• Draw and measure a line precisely to the nearest centimetre or • Perceive that we use square units, e.g. cm , to measure area.
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millimetre.
• Know the units of time (seconds, minutes, hours, days, months and • Calculate the area of a rectangle using a formula.

Data

• Collect, record and organise data referring to a speci ic topic to • Draw a line graph to show changes of a phenomenon over time.
answer questions. • Justify the existence or non-existence of intermediate points in a
• Come up with conclusions based on data they have collected on line graph by examining a range of examples.
their own or using data collected by other people. • Identify the mode as the number that occurs most often in a set of
• Pose more questions to be asked chart with a vertical axis marked data.
in twos, ives, tens, twenties or hundreds. • Find the mode of a set of data and interpret it considering the
• Draw a bar line chart with a vertical axis marked in twos, ives, context.
tens, twenties or hundreds to display data. • Describe how often an event occurs using vocabulary associated
• Realise the consequences of changing the scale on the vertical with probability.
axis of bar line charts.

Problem Solving

• Comprehend systems of measurement for length, mass, capacity, • Justify the strategy chosen to work out a calculation.
volume, time and temperature and apply in context. • Investigate and work on number problems and puzzles that
• Perform calculations in the context of measurement. involve logical reasoning.
• Solve word problems in the context of measurement. • Derive new data from the existing data to draw new conclusions
• Solve one- or multi-step word problems choosing from all four and solve problems.
operations. • Solve problems methodically by organising information in lists and
• Use a diagram or a number line to display the problem and its tables.
solution. • Identify and extend number sequences involving negative
• Solve multi-step word problems by posing sub-questions to be numbers.
answered. • Identify the relationship between numbers in a sequence and
• Check the result of an addition by changing the order of numbers describe the rule for generating the next number in the sequence
or applying the inverse operation. • Make true statements to describe how shapes relate to each other,
• Check the result of a subtraction by applying the inverse operation. e.g. squares and rectangles are parallelograms.
• Check the result of a division by performing multiplication. • Decide whether a statement is always true, sometimes true or
• Find out how 2D and 3D shapes relate to each other, e.g. a face of a never true providing examples or counterexamples, e.g. double a
triangular pyramid is a triangle. number plus 1 is always an odd number.
• Use approximation and estimation before calculating e.g. use • Make conjectures, and test them to verify or reject.
rounding, then check results. • Explain the methods used and provide adequate justi ication to
• Determine whether the outcome of a problem is reasonable. support reasoning (orally and in written form).
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